Instructional Designing with ADDIE

At some point in our career, we have all experienced a workshop where we wondered why we were in attendance again and what exactly would we take away from the session that we could apply in our day-to -day life. It is sad to say, but the reality is that many professionals experience this type of workshop too often. Unfortunate experiences like this happens when designers do not effectively plan professional development sessions by focusing on the instructional design components. According to Ritzhaupt et. al (2017), “Instructional design is a field concerned with the analysis, design, development, implementation, and evaluation of instructional experiences designed to make the acquisition of knowledge and skills more efficient and effective” (pg. 1).

One instructional design model that is used by designers is the ADDIE Instructional Model, which stands for analysis, design, development, implementation, and evaluation. These five components work cohesively, providing pertinent information that will enable the designer to make prudent decisions regarding the needs, goals, objectives, and action steps for the session/lesson. The first component, analysis, drives the remaining components. Ritzhaupt et.al (2017) states, “Analysis is the first stage of the ADDIE model because one must first determine what must be done in order to know what needs to be accomplished. The Analysis stage provides this gathered information to the remaining stages of the instructional design process, which builds upon this critical information to produce the solution” (pg. 5).

As stated in the beginning paragraph, we have all experienced a workshop where we wondered why we were there. This question arose because we did not see the relevance of the information and/ or we did not see the information as our primary need. Glynn and Tolsma (2017) believe that the analysis portion of ADDIE takes an empathetic role in learning about the learners and stakeholder. Glynn and Tolsma (2017) states," As ADDIE practitioners, we conduct interviews, document organizational and individual performance results, and identify measures and skill and knowledge requirements to determine the level of instruction needed. We need to do this; we should do this. Yet, as we do, we create distance between our work and the actual performer in the role. Empathy closes that distance". Instructional designers must make sure they take time to complete the analysis component of ADDIE before moving forward. One cannot move forward if he/she does not know where they are going.

Reference

Futuristic Playground-Wordpress [Image]. (2014). Retrieved from https://futuristicplayground.wordpress.com/2014/11/06/the-design-phase-of-addie/.

Glynn, K. & Tolsma, D., (2017). Design thinking meets addie. Learning and Development, 34(1714), 1-22.

[J. Clark Gardner]. [2011, Sept. 11]. The ADDIE Analysis phase [Video File]. Retrieved from https://www.youtube.com/watch?v=JZdv5lrJs4U.

Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.

The Addie Model [Image]. (2019). Retrieved from https://www.savannahstate.edu/elearning/addie.shtml.

Virtual Learning

Virtual learning has been around for years and continues to make headway. I have completed several online classes and have a clear understanding of how distance learning works. As an elementary/middle school educator, I have heard about ACCESS (of course from some of the high school teachers within my district), but I did not have a clear understanding of exactly what it is and how it works. As I read the chapter and completed my research for module 3, I learned several things about virtual learning, especially ACCESS and Edgenuity. I will highlight a few.

The first thing that I learned was that students decide to take virtual classes for other reasons outside of AP credit. Some of those reasons consist of having the flexibility to leave school early for work, other extenuating circumstances, and just the opportunity to take classes that would not have been available to you within the school building. According to Morgan (2016), “Virtual schools also help students take classes they would otherwise miss due to extenuating circumstances. Roblyer (2006) discusses several examples of students desperately needing an online program to graduate” (pg. 74).

Proponents by Lisa Lavender

Secondly, I learned that there are states that allow students to complete an online course for a fee; however, they will not provide the grade for the student. The numerical grade must come from the students’ school system. For example, GeorgiaVirtual School (GAVS) and Florida Virtual School (FLVS) will allow students from outside of their state to complete an online course. The last thing that I learned was that students who are incarcerated can complete online courses to receive their diploma and/or continue their education.

Virtual learning has many benefits; however, there are a couple of things I find concerning. As I completed my research, I could not find any clear data that shows the effectiveness of virtual learning as it relates to student performance. Morgan (2016) states, “Critics object to the rapid growth of online programs in K–12 settings because of insufficient evidence about its effectiveness” (pg. 74).  Another area of concern is the effect virtual learning has on students with disabilities. Many students with disabilities need the social aspect that comes with the traditional face-to-face classroom. I am confident that improvements and consistent evaluations are coming. Simonson, Smaldino, & Zvacek (2015) states, “As distance education in the United States increases in importance, evaluation will continue to be a critical component of the process of improvement” (pg. 318). I really like the Kirkpatrick and Kirkpatrick’s evaluation approach because it focuses more on the student (Learning, transfer and results). When taking a close look at levels 2-4, instructors should be able to see what adjustments need to be done to make sure the conditions for learning are present within the virtual classroom.

Overall, I have gained a lot from this module, but I still have a question about how a teacher’s schedule looks when he/she teaches a traditional and virtual class. How does the planning time look for them? 

References

Morgan, H. (2016). Online instruction and virtual schools for middle and high school students: Twenty-first -century fads or progressive teaching methods for today’s pupils? Clearing House, 88(2), 72-76.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: Information Age Publishing, Inc.

[Yvette Sands]. [2019, Mar 3]. Online education students with disabilities [Video File]. Retrieved from https://www.youtube.com/watch?v=vyx3Fwl6BEA.

Why Schoology?

As I reflect over this school year and the many successes and challenges teachers and students faced, I ponder over what can assist both parties in their journey towards success. Our district has outlined reading and math initiatives including instructional shifts that will benefit students greatly, so what else is needed. Teaching and learning in the 21^st Century must effectively integrate technology to prepare students to compete in a global society. With this being stated, teachers and students at the elementary level should combine face-to-face traditional teaching with distance education (blended learning) to prepare young learners for technological advances in education. There is no research to prove which delivery method produces the best results in student performance. According to Simonson, Smaldino, & Zvacek (2015), “When courses are designed and instruction delivered, what are the templates, the processes, the approaches to be used to determine whether a module, course, or program should be delivered face to face or online? Instructional design processes help the instructor make informed decisions about technology use” (pg. 127).                  
Instructional Design

As an instructional coach, one of my major roles is to assist teachers during the lesson planning process. During this time, teachers work collaboratively through our district’s lesson plan protocol that is standards-aligned planning. We focus on the standard(s) and the needs of students asking the following questions:

·         What are my students’ misconceptions?

·         What background information is needed?

·          What barriers can I foresee?

·         What is/are the big take away(s)?

·         How do I deliver this information to the different tiers of students?

·         How will I check for understanding and adjust?

Because our lesson planning time is focused on making sure students are receiving and retaining information with a conceptual understanding, Schoology will work well at my elementary school. Schoology is an “LMS focusing upon individual students, tracking the learning needs and outcomes over periods of time that can be several years in length” (Simonson et.al, 2015).

  Teaching

       More than 200 educational tools and platform integrations teachers use to engage their students in the learning process while integrating technology are already embedded within the Schoology platform. This works well for young learners who find themselves on other sites because they have typed in the wrong URL or accidently clicked on another site. Teachers and students alike become frustrated and technology becomes the distractor instead of the tool. 

      

     Students

       Since Schoology is a closed system, this allows students and teachers to have the distance learning experience without the need to surf the World Wide Web. As an educator of young students, this provides the ideal setting to incorporate Digital Citizenship. Educators must teach and model proper online etiquette. As stated in Simonson et. al (2015), “It is essential that students understand the complexity of the distance education setting in order to be certain to participate in an appropriate manner” (pg. 192).  Additionally, Schoology provides a discussion forum where students can collaborate with other students practicing what they have learned regarding proper etiquette and content.

 Support Material

     Support materials and how to use them are extremely important. Schoology provides teachers and students the luxury of having support materials all in one place. It reminds me of ACAP (Alabama Comprehensive Assessment Program), the new assessment for Alabama. Our school had the opportunity to be an ACAP Field Test School and we administered the ACAP to our second graders. ACAP is not adaptive like Scantron and it is packed with technology enhanced features like masking (ability to cover parts of a problem and only focus on one part), cross-out tool, highlighter, magnifier, and line guide. These are tools that students will use as support during the state mandated test. 

     We must expose our students to support materials and tools, so they are ready for the test and beyond. My biggest fear is students will not do well, not because they do not know the content but because they do not know how to navigate through the platform and use the support materials and tools. According to Simonson et.al (2015), “teaching and learning materials are critically important to the effective practice of distance education” (pg. 223).

 Assessment

     Assessment is the means of measuring learning gains and can be used to improve the teaching-learning process in distance education settings, as well as traditional environments (Simonson et.al, 2015). The analytics of Schoology provides teachers with information regarding student performance aligned to the standards. Teachers and students can identify gaps and learning and adjust.

References

[Jessie Metzger]. [2017, Nov 17]. Schoology analytics [Video File]. Retrieved       from https://www.youtube.com/watch?v=IvBmhbUrHRc.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: Information Age Publishing, Inc.

Distance Education

My very first experience with distance education took place when I registered for an E-learning class back in the summer of 2011. At that time, I needed a few PLU credits to renew my leadership certification. The opportunity to complete a free course, gain knowledge about technology that I could employ in my classroom, all while gaining a PLU was more than enough to convince me to sign up.

Before taking the class, I had no formal teachings on/about distance education. The things that I quickly learned about it was that I did not have to drive on campus to attend the class and I could work in my pajamas. Today, many adults are choosing distance education because of the several benefits. EZtalks list those benefits as greater flexibility, no commuting, significant cost savings, and convenient learning.

With all the above benefits of distance education, I still experienced something I found to be a distraction and quite annoying. Some of the links that were placed within the assignment page, were not active links; therefore, I could not get to some of the resources. Because there was no face-to-face interaction, I had to email my instructor and wait for a response. Waiting for a response was one of the hardest things about distance education. Additionally, most of the classes were course management systems (CMSs). According to Simonson, Smaldino, & Zvacek (2015), “Course management systems (CMSs) were largely places for faculty to place lecture notes and other materials for student study, and for students to obtain those materials , take quizzes, and check their grades, and were very instructor centered” (pp. 110).

As technology progressed, so has distance education. Web 2.0 technologies open the doors of communications for so many teachers and students. Blogging and social networking are great ways to effectively communicate in an online class. These technologies have created a more student-centered approach to distance education. “These technologies have extraordinary potential for education and the kinds of learner-engaging functions that should be incorporated into the next generation of course management systems (Simonson et.al. 2015).

Currently, many people are taking advantage of distance learning. The social media aspect of the classes such as Facebook, allow for more student/teacher interaction as well as the video conferences. Ashley Holloway, a recent graduate describes her experience with distance education. According to Eastep, “The biggest advantage of online education, according to this working professional? Flexibility. “Attending classes residentially does not fit well with the typical work schedule,” she said. “The beauty of distance learning is being able to ‘attend’ class and complete assignments at whatever time of day is most convenient for you.”

As a result of completing E-learning classes online, I began integrating technology in my classroom and saw great results. Technology has become one of my passions; therefore, I enrolled into the Instructional Technology program at Montevallo University. If it were not for distance learning and the advances in student/instructor communication, I would not be able to complete this program.

                                                                   References

Eastep, A. (2015, May) Pressing on toward the goal.  59(4), 68-74.

Eztalks. Advantages and disadvantages of distance learning. Retrieved from https://www.eztalks.com/elearning/advantages-and-disadvantages-of-distance-learning.html.

[Interview Questions]. [2019, January 10]. Disadvantages of online learning [Video File]. Retrieved from https://www.youtube.com/watch?v=A2BawDG-NrI.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). Charlotte, NC: Information Age Publishing, Inc.
[The skills network]. [2016, May 6]. Advantages of distance learning [Video File]. Retrieved from https://www.youtube.com/watch?v=4m-l-QpqxOo.

A Technology Plan: The Building Block

We are all aware of the importance of having a plan of action before completing any task. This does not change regarding technology initiatives. All technology initiatives should start with an established technology plan that will be used to monitor its effectiveness. According to Whitehead, Jensen, & Boschee (2013), “An assessment of the technology plan should reveal the quality of change that occurred during the actual implementation process. Assessment indicators need to reveal the quality of change rather than just a snapshot of current conditions.” (pg. 230).  This simply means that administrators should focus their technology initiatives around their school’s shared vision, which focuses on student performance.

With a focus on student performance, educators must take a close look at teaching and learning and ask the following questions:

1.       How will this benefit my students?

2.       How will this fit within our goal(s)?

Revenaugh states, “Before you add one more computer or one more software license to your stockpile, ask yourself how it fits into the larger picture and meets your goals. "How will this help raise test scores in math? How will this improve students' reading levels?" If there's no good answer to the question at hand, skip the initiative or move it down the priority list.”

Additionally, professional development must be included in the technology plan and evaluated as well.  Whitehead et.al (2013) states, “Objectives of any quality professional development program involving the use of technology should be consistent with the school district shared vision” (pg. 231). For effective teaching and learning to take place, there must be continuous professional development for teachers and training for students.

A technology plan is the school’s foundation for any technology initiative. The plan allows leaders and educators to share their vision and goals with community and business partners, which could possibly lead to additional support. Also, educational leaders can use data from benchmarks to show the effects on student performance. Moreover, a technology plan is vital for an effective technology initiative to occur.

Reference

Impacting student achievement with 1:1 technology [Video File]. Retrieved from https://www.youtube.com/watch?v=OJStqV2JyRk.

Revenaugh, M. (2018). 10 tips for school technology planning. Retrieved from http://www.scholastic.com/browse/article.jsp?id=52.

Technology Integration Plan [Video File]. Retrieved from https://www.youtube.com/watch?v=8NukBIvNeao.

Whitehead, B.M., Jensen, D., Boschee, F. (2013). Planning for Technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.

Future Proofing Our Schools

Since technology is ever-changing, 21^st century teaching and learning continues to evolve into a melting pot of technological advances. These advances place school administrators in the hot seat regarding technology integration. They are given the task of future proofing their schools when integrating technology for 21^st century teaching and learning. According to Whitehead, Jensen, & Boschee (2013), “Today’s school leaders have minimal guidance when facing harsh budgets. Decisions dealing with economic conditions are generally represented by two distinct lines of thought. First, there is the response to cutback leadership or management. Second, there is a move toward crisis management such as advocating slashing budgets, reducing programs, and eliminating teachers and staff. Given these two limited options, school leaders need to explore all possibilities if they are to accommodate tomorrow’s technology” (pg. 170).

As stated in my previous blog regarding technology integration, it is important to establish a shared vision and identify and nurture your teacher leaders in order to reap the benefits of effective professional development. Future proofing a school requires a shared vision with a technology plan. This plan outlines the technological needs of the school with goals, action steps, and benchmarks. This plan is an administrator’s/technology team’s blue print that can be used to leverage funds and support from businesses and the community.

This support can be used to make sure that the school’s infrastructure is interoperable for different devices. Bruce (2017) states, “Costly equipment could be virtually unusable if the students’ devices are incompatible, and schools don’t often have the budget to purchase new systems every few years—to future-proof the classroom for whatever technology students prefer to use, schools can’t afford to bet on predictions about the winner of the battle for the classroom and if it will be Windows, Google or Apple. An education technology system should be able to work with any device or platform so students and teachers aren’t limited to what and how they can share content now and in the future."

Additionally, future proofing a school requires teacher leaders who will not only provide professional development for other teachers but also provide training to students. Students are digital natives who come to our classes using different devices; however, most of them have not been exposed to using the devices in a manner needed to master the Student ISTE Standards. Bruce (2017) also states, “If students are unfamiliar with the user interface of a device, it can make classroom operations clunky, and dampen their enthusiasm with using the device. Teachers often go through training to learn to use devices that have their own interface, but students don’t receive that training; this creates a classroom environment centered on the teachers using technology, and students watching, which does little to solve the issue of classroom engagement, because while some digital content can be incorporated, students can’t have their own interaction with it”.
For educators to effectively prepare students, they must be taught using the Student ISTE Standards. This means educators must teach student how to use the devices, so they become independent learners. Individualized instruction will enable students to work at their own pace and education is no longer a one size fits all approach. The two videos below are examples of two future proofed schools where students are independent learners.

References

Bruce, B. (2017). The 5 components of a future-proofed technology initiative. Retrieved from https://www.eschoolnews.com/2017/04/12/components-future-technology/.

Lincoln elementary future ready school [Video] Retrieved from https://www.youtube.com/watch?v=_1IvMu7mnG0.

What will schools look like in the future? [Video] Retrieved from https://www.youtube.com/watch?v=JZlgYiXzu58.

Whitehead, B.M., Jensen, D., Boschee, F. (2013). Planning for Technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.

Shared Vision + Teacher Leaders = Effective Professional Development

At some point in our teaching career, we have experienced a workshop where we wondered how can we take what has been presented and use it in our classroom. I have been a presenter and was asked, “Do you expect me to do this with my kids? I would politely respond with yes. Many teachers attend workshops where they receive beneficial information; however, they are unsure as to how to implement the practice(s) within their classroom. This dilemma is heightened when dealing with integrating technology. According to Whitehead, Jensen, and Boschee (2013), “School leaders are experiencing a very challenging and exciting time. Clearly, the ever-present dramatic political, social, environmental, and economic changes occurring globally are requiring educational leaders at all levels to become conscious of guiding and directing institutional and academic relevant to the needs of this modern reality (Goslin, 2012)” (pg. 21).

 Regarding technology initiatives, it is important to establish a shared vision and identify and nurture your teacher leaders in order to reap the benefits of effective professional development. Having a shared vision places everyone on a leveled playing field, speaking the same language. “Having a clear direction and common language can ensure that a school is headed in the right direction. It can even be the key to turning around troubled tech rollouts”, (Culatta, 2019).

Nurturing your teacher leaders by trusting them to use their autonomy to produce positive results, builds confidence. Then allow them to share their knowledge with other educators. Checkley (2016) states, “When teachers accept this responsibility to their colleagues, they enter into what Lambert calls a relationship of “professional reciprocity.” Such relationships, she stated, help build a community of learners among educators, and in sharing “what they know about good learning,” these teachers assume the job of instructional leaders.” When teachers receive professional development from other teachers within their building, it removes the question “Do you expect me to do this with my kids?” Teachers begin to say, “If they can do it, I can as well.” Professional development provided by teacher leaders become an effective practice when there is a shared vision.

            [Battelleforkids]. (2016, February 5). Building the capacity of teacher leaders [Video File].         Retrieved from https://www.youtube.com/watch?v=tCSixaUh-UM&t=9s.

Checkley, K. (2016). Nurture good teachers, develop good leaders. Keeping Good Teachers, 6(9).

Culatta, R. (2019). Creating a shared vision. The Tech-Savvy School, 76(5), 26-29.

Talks, TEDx. “Empowering the Teacher Technophobe: Kristin Daniels at TEDxBurnsvilleED.” YouTube, YouTube, 6 Nov. 2013, www.youtube.com/watch?v=puiNcIFJTCU&t=7s.

Whitehead, B.M., Jensen, D., Boschee, F. (2013). Planning for Technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.